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Foods that Came to the New World from the Old World


Maria Cooper and Patricia Snyder
Jefferson Middle School


Brevard County, Florida











Caribbean Diversity Brevard Public Schools

Title: Foods that came to the New World from the Old World via the Caribbean

Overview: Students will study/research the geographical origins of common foods now
shared by the Old World and the New World.

Time Required: 2 weeks Non-block schedule

Target Audiences:

SS: 7th grade World Cultures

WL: Spanish I



Materials required:

SS: World Cultures & Geography Eastern Hemisphere by McDougal Littell, Internet
access, Voice Thread, Power Point, paper, pencil, colored pencils

WL: Realidades by Prentice Hall (Chapter 3B), Internet access, Voice Thread, paper,
pencil, colored pencils



Cross-curricular connections:

SS: Geography, Spanish

WL: Geography, History, Science



Lesson objectives and SSS:

SS:

1. Research and list contributions made by Old World cultures to the cuisine of
Caribbean societies

2. Know the country of origin of the food

3. Learn the physical geography of the Caribbean using GoogleEarth
(www.earth.google.com)











SS.A.2.3.1 Understands how language, ideas and institutions of one culture can
influence other cultures (e.g. through trade, exploration and immigration)

SS.A.2.3.4 Understands the impact of geographical factors on the historical development
of civilizations

WL:

1. Demonstrate knowledge and ability to use the vocabulary of the shared cuisine of
the Caribbean

2. Categorize the foods into the food pyramid introduced in Chapter 3B

3. Analyze the food pyramid and divide the new foods into one of two groups: good
for one's health or bad for one's health

4. Learn the physical geography of the Spanish-speaking countries located in the
Caribbean

5. Identify cognates and words borrowed from another language

FL.C.1.1.2 Participate in an activity in the target-language class that is based on a
concept taught in a content class

FL.C.1.2.2 Use target-language vocabulary or concepts to reinforce knowledge of a
related topic studied in another class

FL.D.1.1.1 Know examples of word borrowing from one language to another



Teaching activities:

SS:

1. Divide the class in half. One half of the class researches and makes a list of
the foods that came to the New World from the Old World and the other half
researches and makes a list of foods that went to the Old World from the New.

2. Using the list of foods generated, divide the class into small groups and
assign one food per group. For the food assigned, students will find a picture
of the food, a recipe that contains that food item, an explanation of its origin
and a map showing the geographical area of consumption.









WL:


1. Students will choose at least five of the foods that were introduced in the Social
Studies class that are used in Caribbean recipes to add to the Spanish vocabulary
list for Chapter 3B.

2. Students will draw maps of the Spanish-speaking countries located in the
Caribbean where these foods are consumed. Maps need to include the country's
capital, average temperature and topography.

3. Students will create a Wordle (www.wordle.com) of the additional vocabulary.
The new vocabulary includes colors, sizes, shapes and qualities of taste: rojo,
amarillo, verde, negro, morado, marr6n, anaranjado, azul, blanco, gris, rosado,
verde, grande, pequefio, largo, corto, redondo, ovalado, triangular, cuadrado,
dulce, amargo, suave, duro.





Assessments:

SS: Each small group will create a Voice Thread or Power Point presentation with the
following information: a picture of the food, a recipe that contains that food item, an
explanation of the origin and a map showing the geographical area of consumption.
Additional credit will be earned for bringing in the food item or a dish that contains the
specific food item as an ingredient.

WL: Using Voice Thread, students will prepare a presentation in Spanish describing
two food items of their choice using the Chapter 3B grammar elements which are: the
verb "ser" and forming the plurals of adjectives. In the presentation students will have a
picture of the food, describe the food's color, size, shape and quality of taste, tell which
category of the food pyramid it fits into and say if the food is good for one's health or bad
for one's health.











Rubrics for SS and WL assessments:


WORLD Score 1 Score 2 Score 3 Score 4
LANGUAGE
RUBRIC
Amount of You provide 3 or You provide 4 of You provide a picture, You provide slightly
information provided fewer required the required a description of the more information
elements. elements. color, size, shape and than requested.
quality of taste.
Use of new and You use very little You use limited You use an extended You use a variety of
previously learned variation of vocabulary with variety of vocabulary extended vocabulary
vocabulary vocabulary with some usage errors. with very few usage with no or almost no
frequent usage errors. usage errors.
errors.
Correct use of verbs You use many You use frequent You use very few You use no
and grammatical repetitions of repetitions of incorrect verb forms. incorrect verb
structures incorrect verb incorrect verb forms.
forms. forms.


SOCIAL STUDIES Score 1 Score 2 Score 3
RUBRIC
Completion of task Your presentation is not Your presentation is ready Your presentation is on time
ready on time and consists on time and consists of at and exceeds expectations by
of only a picture of the least a picture of the food, a your bringing in that food
food and a recipe. recipe and a short item or a dish that contains
description of where it that specific food item.
came from in the Old
World.

Quality of Your presentation includes Your presentation includes Your presentation fulfills all
presentation only a picture and the a picture of the food item, a the requirements of the
recipe with very little recipe and an explanation assignment but exceeds
additional information of the origin of the food and expectations in the quality of
about the food's origin and the geographical area of its the Voice Thread or Power
geographical area of consumption. Point Presentation, enhancing
consumption, the information learned by the
other students.